Bibliography: leaves 94-116.

Includes bibliographical references (leaves 131-133).

Includes abstract. Includes bibliographical references.

Includes bibliographical references Bibliography: leaves 79-87.

Includes bibliographical references (leaves 102-105). / This study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.

Word processed copy. Includes bibliographical references.

Includes bibliographical references (leaves 91- 95).

Includes bibliography. / This study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised.

Bibliography: leaves 124-131. / The study investigated the nature and causes of teacher misconduct in three poorly performing township schools in the Western Cape. It is argued that cases of misconduct arise, because of the fact that democratic values are not strongly developed in the society at large, nor in the schools and the teachers that work in them. The problem of misconduct is therefore, an extremely difficult to resolve within a short period of time. In other words, teacher misconduct is a feature of undemocratic school. Since schools always reflect the society, then unless such a time when the whole society is transformed into a democratic society, that is when we would expect to see a real democratic school in South Africa. Issues emerged in the course of this study, that seems to be barriers to the establishment of a true democratic school are: Issues pertaining to traditional and culture, violence and resistance, money, history of the country and illiteracy. Therefore, we would expect to see a true democratic school, when the whole society is democratised, For example, when there will be a sense of accountability, when people understand the importance of education, economic growth, criminal justice etc. Hence any intervention that aim to improve schools in the African townships should take into consideration this problem.

Includes bibliographical references (leaves 128-131).